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Stephanie A. E. Guerlain

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Publications by Stephanie A. E. Guerlain (bibliography)

1993

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Guerlain, Stephanie A. E. (1993): Factors Influencing the Cooperative Problem-Solving of People and Computers. In: Proceedings of the Human Factors and Ergonomics Society 37th Annual Meeting 1993. pp. 387-391.

“It was the goal of this research to study the influence of different computer system designs on cooperative problem-solving performance. In particular, given that a computer has some knowledge about a domain, how should such knowledge be shared with the practitioner such that overall performance is improved? It was hypothesized that multiple factors contribute to performance changes, and that such factors may interact. In order to test these ideas, a formal, empirical study was conducted comparing the effectiveness of a critiquing system vs. a partially automated system when performing a medical diagnosis task. Thirty-two certified practitioners used one of the two systems to solve five test cases. The results showed that the design of the system interacted with the case characteristics and the competence level of the practitioners such that overall performance was slightly better with the partially automated system on cases where the computer's knowledge was competent (5.6% vs. 11.9% misdiagnosis rate) but on a case where the computer's knowledge was incompetent, the partially automated system induced more errors (76% vs. 43% misdiagnosis rate, p < .05). Details of the interactions causing this tradeoff in performance are discussed so that future designers may take what was learned from this study and apply it to their work.”

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Guerlain, Stephanie A. E. and Smith, Philip J. (1993): The Role of the Computer in Team Problem-Solving: Critiquing or Partial Automation?. In: Proceedings of the Human Factors and Ergonomics Society 37th Annual Meeting 1993. p. 1029.

“A testbed was developed for studying the effects of different computer system designs on human-computer team problem-solving, using the real-world task of antibody identification. The computer interface was designed so that practitioners could solve antibody identification cases using the computer as they normally would using paper and pencil. A rule-base was then encoded into the computer such that it had knowledge for applying a heuristic strategy that is often helpful for solving cases. With this testbed, studies have been run comparing different computer system designs. A critiquing system was found to be better than a partially automated system on cases where the computer's knowledge is incompetent.”

1991

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Guerlain, Stephanie A. E., Smith, Philip J., Miller, Thomas E., Gross, Susan M., Smith, Jack W. and Rudmann, Sally (1991): A Testbed for Teaching Problem Solving Skills in an Interactive Learning Environment. In: Proceedings of the Human Factors Society 35th Annual Meeting 1991. p. 1166.

“An interactive learning environment was developed with the goal of empirically testing the effectiveness of various teaching strategies in improving problem solving performance. The domain chosen was transfusion medicine since it involves solving complex, multiple solution problems which are typically found to be difficult (Elstein, Shulman, and Sprafka, 1978) and because normal performance of this task calls for marking data sheets with intermediate conclusions, thereby improving the chances of the computer correctly inferring the student's reasoning. The testbed, called TMT (for Transfusion Medicine Tutor), monitors for errors, builds a model of what a student knows and can select teaching strategies based on human tutoring models that were developed from earlier studies. The testbed will be used to collect data of a student's performance in conditions where the degree of teaching and type of feedback are manipulated. A number of broadly applicable issues can be explored in this framework such as the difference between expert and student problem solving strategies, the effectiveness of different teaching strategies, and the importance of modeling student knowledge and providing visual feedback when developing an interactive learning environment. Preliminary results of our experiments, a demonstration of the testbed, and a discussion of how it was implemented will be presented in the demonstration session.”

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